积极学业情绪人际因素训练提升小学生数学成绩的干预研究
发布时间：2019-02-26 18:35
【摘要】：情绪对小学生的人格、行为和学习都有重要的影响。针对学业的研究一直是热点题，，而以往对学业的研究主要以认知、动机、意志力等为主。自帕克让等人（2002年）正式提出学业情绪这一概念后，特别在积极心理学思想、多元智能理论快速发展的前提下，人们越来越重视学业情绪对学业成绩的影响。中、高年级阶段的小学生正处在学业情绪的不稳定期。这一时期的学业情绪会对其学习态度、自我效能、学习动机等产生很大的影响，而且对其后来的学业发展也有着不可忽视的奠基作用。通过阅读相关文献我们发现，目前针对小学生学业情绪所开展的研究大多集中在降低某一消极学业情绪方面，所针对的干预群体也只是某一特质群体的学生。而面向整体，通过提高积极学业情绪来提高学生学业情绪的研究还相对较少。 小学中年级学生处在思维、认知等快速发展的阶段，是培养良好的数学兴趣，形成稳定的积极学业情绪的重要时期。因此，本研究决定通过提高积极学业情绪水平促进学生数学学业成绩的改善。而影响学生学业情绪的因素很多，涉及到学校、家庭和个体等三方面。考虑到实际的操作性，干预的可实施性等因素，本研究拟通过对教师的评价、父母的期望、学生合作学习小组的干预，以改变学生学业情绪，增加对积极学业情绪的更多体验，减少消极学业情绪，从而促进数学学业成绩的提高。 本研究选取烟台芝罘区某小学四年级由同一数学教师任教的两个平行班学生为实验对象，其中一个班为实验班（56人），另外一个为对照班（52人）。数学学业成绩以上一学期末的成绩为前测成绩，干预后学期末的成绩为后测成绩。学业情绪问卷采用俞国良、董妍（2007）修订编制的《青少年学业情绪问卷》正式版。针对教师的干预以教学研讨为主，针对家长的干预以培训讲座为主，针对学生干预主要以团体辅导为主，共7次，每次45分钟。在团体辅导效果不明显的情况下，针对个别学生进行了个体辅导，干预的次数也是7次。整个干预期限为一个学期。 本研究取得的主要结果如下： 1.通过人际因素干预（教师评价、家长期望、学习互助）能够改变学生的学业情绪。结果表明，实验班学生的整体学业情绪有了改变，在两个积极维度上的学业情绪有了很大提高，而在两个消极维度上的学业情绪也有了明显降低。经过一个学期的持续干预，所采用措施明显改善了学生的学业情绪。 2.通过干预学业情绪能明显促进数学成绩提高。对实验班与对照班学生的前后测发现，学业情绪与数学学业成绩都相关，而且达到了显著水平；通过干预我们发现，两个积极维度上的学业情绪对数学学业成绩有显著的正相关，两个消极维度的学业情绪对数学学业成绩有显著的负相关。通过对比学业情绪的四个维度发现，积极低唤醒学业情绪对学业成绩的影响作用最大。
[Abstract]:Emotion has an important influence on primary school students' personality, behavior and learning. Academic research has always been a hot topic, but the previous studies of learning mainly focus on cognition, motivation, willpower and so on. Since Parker Jean et al. (2002) put forward the concept of academic emotion, especially under the premise of the rapid development of positive psychology and multi-intelligence theory, more and more attention has been paid to the influence of academic emotion on academic achievement. In the upper grades, primary school students are in a period of emotional instability. The academic emotion in this period will have a great influence on his learning attitude, self-efficacy, learning motivation and so on, and it will also play an important role in laying the foundation for his subsequent academic development. Through reading the relevant literature, we find that most of the current studies on primary school students' academic emotion focus on reducing a certain negative academic emotion, and the intervention group is only the students of a certain trait group. On the whole, there are relatively few studies on how to improve the students' academic emotion by improving the positive academic emotion. Middle grade students in primary school are in the stage of rapid development of thinking and cognition, which is an important period of cultivating good mathematical interest and forming stable positive academic emotion. Therefore, this study decided to promote the improvement of students' mathematics academic achievement by improving the positive academic emotional level. There are many factors affecting students' academic emotion, including school, family and individual. Taking into account such factors as practical operability and enforceability of intervention, this study aims to change students' academic emotions and increase their experience of positive academic emotions through the evaluation of teachers, parents' expectations, and the intervention of students' cooperative learning groups. Reduce the negative academic emotion, thus promote the improvement of mathematics academic achievement. Two parallel classes taught by the same mathematics teacher in the fourth grade of a primary school in Yantai Zhifu district were selected as experimental subjects, one of which was the experimental class (56 students) and the other one was the control class (52 students). The grades at the end of the first semester are pre-test results, and the final grades after intervention are post-test results. The academic emotion questionnaire was revised by Yu Guoliang and Dong Yan (2007). The main intervention for teachers is teaching discussion, the intervention for parents is mainly for training lectures, and the intervention for students is mainly for group counseling, with a total of 7 times for 45 minutes. Under the condition that the effect of group counseling is not obvious, individual counseling is carried out for individual students, and the times of intervention are also 7 times. The duration of the intervention is one semester. The main results of this study are as follows: 1. Interpersonal intervention (teacher evaluation, parent expectation, learning assistance) can change students' academic mood. The results show that the overall academic emotion of the students in the experimental class has been changed, the academic emotion in the two positive dimensions has been greatly improved, and the academic emotion in the two negative dimensions has also been significantly reduced. After a semester of continuous intervention, the measures adopted significantly improved students' academic mood. 2. Intervention in academic emotion can significantly promote the improvement of mathematical performance. The pre-and post-test of the students in the experimental class and the control class found that the academic emotion was correlated with the achievement of mathematics, and reached a significant level. Through intervention, we found that academic emotion in two positive dimensions had a significant positive correlation with mathematics academic achievement, while academic emotion in two negative dimensions had a significant negative correlation with mathematical academic achievement. By comparing the four dimensions of academic emotion, it is found that the positive low awakening emotion has the greatest effect on academic achievement.
【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G623.5
本文编号：2431033
[Abstract]:Emotion has an important influence on primary school students' personality, behavior and learning. Academic research has always been a hot topic, but the previous studies of learning mainly focus on cognition, motivation, willpower and so on. Since Parker Jean et al. (2002) put forward the concept of academic emotion, especially under the premise of the rapid development of positive psychology and multi-intelligence theory, more and more attention has been paid to the influence of academic emotion on academic achievement. In the upper grades, primary school students are in a period of emotional instability. The academic emotion in this period will have a great influence on his learning attitude, self-efficacy, learning motivation and so on, and it will also play an important role in laying the foundation for his subsequent academic development. Through reading the relevant literature, we find that most of the current studies on primary school students' academic emotion focus on reducing a certain negative academic emotion, and the intervention group is only the students of a certain trait group. On the whole, there are relatively few studies on how to improve the students' academic emotion by improving the positive academic emotion. Middle grade students in primary school are in the stage of rapid development of thinking and cognition, which is an important period of cultivating good mathematical interest and forming stable positive academic emotion. Therefore, this study decided to promote the improvement of students' mathematics academic achievement by improving the positive academic emotional level. There are many factors affecting students' academic emotion, including school, family and individual. Taking into account such factors as practical operability and enforceability of intervention, this study aims to change students' academic emotions and increase their experience of positive academic emotions through the evaluation of teachers, parents' expectations, and the intervention of students' cooperative learning groups. Reduce the negative academic emotion, thus promote the improvement of mathematics academic achievement. Two parallel classes taught by the same mathematics teacher in the fourth grade of a primary school in Yantai Zhifu district were selected as experimental subjects, one of which was the experimental class (56 students) and the other one was the control class (52 students). The grades at the end of the first semester are pre-test results, and the final grades after intervention are post-test results. The academic emotion questionnaire was revised by Yu Guoliang and Dong Yan (2007). The main intervention for teachers is teaching discussion, the intervention for parents is mainly for training lectures, and the intervention for students is mainly for group counseling, with a total of 7 times for 45 minutes. Under the condition that the effect of group counseling is not obvious, individual counseling is carried out for individual students, and the times of intervention are also 7 times. The duration of the intervention is one semester. The main results of this study are as follows: 1. Interpersonal intervention (teacher evaluation, parent expectation, learning assistance) can change students' academic mood. The results show that the overall academic emotion of the students in the experimental class has been changed, the academic emotion in the two positive dimensions has been greatly improved, and the academic emotion in the two negative dimensions has also been significantly reduced. After a semester of continuous intervention, the measures adopted significantly improved students' academic mood. 2. Intervention in academic emotion can significantly promote the improvement of mathematical performance. The pre-and post-test of the students in the experimental class and the control class found that the academic emotion was correlated with the achievement of mathematics, and reached a significant level. Through intervention, we found that academic emotion in two positive dimensions had a significant positive correlation with mathematics academic achievement, while academic emotion in two negative dimensions had a significant negative correlation with mathematical academic achievement. By comparing the four dimensions of academic emotion, it is found that the positive low awakening emotion has the greatest effect on academic achievement.
【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G623.5
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